MARC Record from marc_nuls

LEADER: 03006pam 22003374a 4500
001 9920439110001661
005 20161129135627.0
008 030319s2004 nju b 001 0 eng
010 $a 2003046230
020 $a0805846786 (alk. paper)
035 $a(CSdNU)u185068-01national_inst
035 $a(OCoLC)51923290
035 $a(OCoLC)51923290
040 $aDLC$cDLC$dOrPss
042 $apcc
043 $an-us-tx
049 $aCNUM
050 00 $aLC2688.S2$bP47 2004
082 00 $a370.117/09764/351$221
100 1 $aPerez, Bertha,$d1945-
245 10 $aBecoming biliterate :$ba study of two-way bilingual immersion education /$cBertha Perez.
260 $aMahwah, N.J. :$bL. Erlbaum Associates,$c2004.
300 $axxviii, 230 p. ;$c24 cm.
504 $aIncludes bibliographical references (p. 207-217) and indexes.
505 0 $aForeword / Maria Torres-Guzman -- Language and Literacy Education of Mexican-Origin and Mexican American Children -- Schooling of Latino Spanish-Speaking Children -- Two-Way Bilingual Immersion Education -- Bilingual and Two-Way Bilingual Immersion Research -- The Community, School Context, and Students -- The San Antonio Context -- Restructuring Bilingual Programs -- School Profiles -- Student Population -- Language Distribution -- Leadership and Parents -- Informing Parents and Parents' Concerns -- Developing Parent and Community Leadership -- The School-Based Leadership -- Parents and Community Members Influencing Learning -- School Board Support -- Oral Language Practices -- The Sociolinguistic Environment -- Teacher-Student Communication -- Instructional Language -- Developing Literacy -- Literacy Perspective -- Spanish Literacy Learning -- Literacy Transfer -- Literacy Resources -- Academic Biliteracy -- Biliteracy Program -- Guided Reading, Literature, and Spelling -- Writing, Hybridization, and Bidirectional Influences -- Testing Pressures and Student Outcomes -- Early Assessment -- The TAAS and Accountability -- Literacy Assessment -- Aprenda and ITBS Comparisons -- The Tejas Lee and TPRI -- Language Assessment -- Special Needs Students -- Testing and Middle School Planning -- Teachers' Role and Impact -- Teacher Demographics -- Teacher Ownership of Program -- Teachers and Language Distribution -- Teacher Accountability -- Professional Development -- Participation and Role of Support Personnel -- Teachers' Stance Toward the Study -- Politics, Policy, and Theory -- Reassessment and Recommitment -- Language, Identity, and Hybridity -- Biliteracy Development -- Implications.
650 0 $aMexican American children$xEducation$zTexas$zSan Antonio$vCase studies.
650 0 $aEducation, Bilingual$zTexas$zSan Antonio$vCase studies.
650 0 $aImmersion method (Language teaching)$zTexas$zSan Antonio$vCase studies.
949 $aLC 2688.S2 P47 2004$i31786101577895
994 $a92$bCNU
999 $aLC 2688 .S2 P47 2004$wLC$c1$i31786101577895$d6/26/2009$e6/22/2009 $f8/11/2004$g1$lCIRCSTACKS$mNULS$n17$q1$rY$sY$tBOOK$u1/5/2004